Course contents and teaching methodology in the educational curricula of local universities

Dr. Mohammed HossainbrDURING 18 years of university teaching life, this writer would like to observe that the course contents and syllabus in our universities are up to the international standard. However, the course contents, the way of delivering, the learning objectives, accountability and transparency are quite inadequate to some extent. This writer considers that it would be better to have a unique course profile of all the courses taught in Bangladeshi universities, either private or public. Keeping in this value, the strong pleas are made here for providing some of the common issues that must be maintained while preparing the course curriculumprofile. The same should be delivered to the students before delivering lectures and as a result students would be benefited in taking the chosen subjects. Such proactive very common in the western world. As we know, our students are talented and teachers are also very qualified, therefore, we need to provide a bridge as that can be called coursed profile. brWe know that a course consists of a series of learning sessions on a particular topic within an academic programme. And on the other hand, a syllabus (course specification) serves as the design document for a course, providing all the information about the course. Basically a syllabus is typically given to students on the first day of class. brThere is standard format when we develop course curriculum to a particular subject. The three main issues must be disclosed to the students i. the contents (what is taught); ii. teaching methods (how it is taught); and iii. the assessment (how students' achievement is assessed).brWhen we define the course goals, our focus is on student learning. One way to formulate these goals is to determine what students should be learning in terms of content, cognitive development, and personal development. We have to be specific, as we can, and make sure that the goals define learning in ways that can be measured. It is very important and we must keep it in mind. For a useful introduction to curriculum planning that begins with defining goals for student learning, rather than with course content. This was noted by Grant Wiggins' and Jay McTighe's Understanding by Design (1998). It is cited an example of Benjamin Bloom's Taxonomy of Educational Objectives (1956) which provides a helpful framework for identifying the observable and measurable skills that we would like our students to learn. In the following table, Bloom identified six types of cognitive processes and ordered these according to the increasing level of complexity involved, (i.e. knowledge, comprehension, application, analysis, synthesis, and evaluation). This table links these processes to representative skills, as well as verbs we might use when defining course goals, developing teaching methods, designing assignments and exams, and composing questions to use in class. We think, if we, at least, follow the guidelines in preparing the course profile that would give a very positive impact on quality of education. brbrSource Benjamin Bloom's Taxonomy of Educational Objectives (1956)brIn the teaching methods, we have to identify the methods used in delivering the course. We know that there are several methods in teaching such as lectures using power point, practical session, case study, assignment and others. The two most critical factors in selecting teaching methods arebri. choosing a variety of above methods, brii. and choosing methods that are appropriate for achieving the learning objectives of the course. For example, if the learning objective is for students to list the immunization schedule for children under five, an interactive presentation is an appropriate teaching method. Here interactive presentation is known as a lecture or illustrated lecture (Verbal presentation of information by the teacher, in which presentation of content is supplemented with a variety of questions, interactions, visual aids, and instructional materials).brIn addition, when selecting teaching methods, we must consider the following questions brl Is the method appropriate for the learning objective brl Are the resources that this method requires available brl Are special facilities required brl What is the projected size of the class brl Is a special room arrangement needed for this method brl Will the methods selected stimulate interest and provide variety brAnother relevant matter here for consideration is to determine how we will evaluate student learning. Evaluation must go hand-in-hand with course goals. In this case, we need to keep the following matters in considerationbra. Do assignments reflect and help achieve course goals brb. Do exams and quizzes reflect course goals brc. Do they measure the extent to which students are achieving the learning objectives that have been set out for the coursebrd. Will the students have an opportunity to acquire and practise the skills that are required for exams and major assignmentsbrIn addition, we have to determine how we will grade all the required work, including all assignments, papers, exams, and, if applicable, class participation. We have to provide all lists of text books and references. Another important issue relates to providing students with the course schedule. When preparing the schedule, we need to keep in mind the University calendar, as well as major religious holidays.brFrom the above discussion, we would like to emphasise the importance of course syllabus. Here syllabus means, not the course contents that it -- syllabus (we would like to call it course profile) -- should contain the following course title, time, and location; prerequisites; required texts and other materials; course topics; major assignments and exams; course policies on grading, academic integrity, attendance, and late work; and contact information for instructor and TA (if applicable). All should be provided on the first day when the classes start and if possible to post this course profile to the institutions' websites. We think the two ways of communication are vital for the developing both the standard and quality of academic curriculum and both are accountable to each other. brThe writer can be reached at email brhossain_mohammed@hotmail.com